The Four Blues and More © by Mark White-Whitmark Music Publishing

Total Page:16

File Type:pdf, Size:1020Kb

The Four Blues and More © by Mark White-Whitmark Music Publishing The Four Blues and More © by Mark White-Whitmark Music Publishing A little knowledge is a dangerous thing. Particularly in the case of music theory where jazz is concerned! Too many students become "experts" at being able to recite theoretical formulae, but lack the ability to utilize the theory in real-life playing situations. Enter the blues, a good place to begin plugging in the theory concepts and start making music. Why the Blues as a good starting point? First of all, and maybe most importantly, the blues is an important element in jazz's development. Without getting into a history lesson, let's just say that the blues element is a key ingredient in all the great jazz players' vocabulary. And of course, blues tunes are an important mainstay in the jazz tune repertoire. All of the great jazz artists from have included blues in their recordings and live performances. Secondly, the blues is a compact, easy to follow form, with harmonic movement that is found in many other kinds of tunes. This makes the blues a good starting point to apply voicing, comping, ear-training, and improv concepts. I've worked out a concept that allows me to view blues as basically four distinct progressions. Variaritions can be inserted into the progressions for different connectivity between the chords in a "modular" sort of way, without straying too far from the original set of chords. (See my "Harmonic Plumbing" lesson for some of these substitution and connection ideas.) There are always exceptions to any rule, blues progressions included. I'll put some unique examples at the end of this lesson. One can always find examples of novel and original ways to compose and play blues, but most of the time on the gig, you'll find these four blues progressions to be the "norm". The "basic" 12 bar blues writen in "F". F 7 ‘ ‘ ‘ & b 4 . ’’’’ ’’’’ ’’’’ ’’’’ B 7 F 7 b ‘ ‘ & b ’’’’ ’’’’ ’’’’ ’’’’ C 7 B 7 F 7 C 7 b ( ) ‘ & b ’’’’ ’’’’ ’’’’ ’’’’. This is the most basic version of the blues progression. Even in its simplicity, however, the architecture for the other variations is established. I'm talking about a concept called Harmonic Rhythm. This is a fancy term for where the chords occur in the time. we'll find that the other blues variations are still based on the harmonic rhythm established with the basic blues. The basic blues is made from a progression of three chords culled from the major scale, the I , IV, and V chords. These chords can be diatonic* from the major if triadic, but are more commonly dominant 7th in kind. These chords utilize a b7 that is not in the diatonic major scale for the I7 and IV7 chords but is added for the bluesey effect. This leads to the understandable confusion about whether to call blues major or dominant 7th. You can look at it either way, and indeed, both elements will enter into the variations that follow. This is probably a good time to mention the existance of minor blues as well. Minor blues feature I-7 and IV-7 chords in addition to a V7 altered chord. These chords can be derived from 7 tone minor scales. We'll look at minor blues a little later in this lesson. right now let's focus on the major/dominant versions. Let's look at the preceeding example again to locate the trademark elements of the blues. F 7 ‘ ‘ ‘ & b . ’’’’ ’’’’ ’’’’ ’’’’ B 7 F 7 b ‘ ‘ & b ’’’’ ’’’’ ’’’’ ’’’’ C 7 B 7 F 7 C 7 b ( ) ‘ & b ’’’’ ’’’’ ’’’’ ’’’’. I've boxed some of the chords in the blues progression above to draw attention to elements that are common to all the blues variatons: 1. Blues are played by key. Bar one establishes the key by the I7 chord-in this case F7. 2. Bar 5 progresses to the IV7 chord. 3. Bar 7 returns to the I7 chord. 4. Bar 9 uses a V7 chord. 5. Bar 11 returns again to the I7 chord and begins the turnaround for the next repitition of the form. The last two bars in a blues progression are called the turnaround for just that reason. I call the boxed chords "harmonic pillars". These harmonic pillars are common to most blues progressions and they establish the harmonic rhythm that we recognize as the blues progression. I like to say that the harmonic pillars hold up the roof to the "House of Blues". Keep in mind that all of these chords can be anticipated or delayed rhythmically, but still fit into the basic harmonic rhythm presented here. Let's look at the other variations and observe how the harmonic pillar chord functions manifest in them. * A simple definition of the term diatonic is: notes/chords that are exclusively derived from the scale or key containing those pitches. C,D,E,F,G,A,B, are notes diatonic to C major, Db, Eb,Gb,Ab, andBb are non-diatonic to the key of C major. Mark White's Four Blues and more P-2 Here's a typical jazz blues. The descending chromatic progression at bars 7 & 8 makes this easy to hear and to remember. F 7 Bb7 F 7 C-7 F 7 & b . ’’’’ ’’’’ ’’’’ ’’’’ Bb7 Bo 7 F 7 E 7 Eb7 D 7 & b ’’’’ ’’’’ ’’’’ ’’’’ G-7 C 7 F 7 D 7 G-7 C 7 & b ’’’’ ’’’ ’ ’’’’ ’’’’. G 7 G-7 C 7 ( ) Notice the #4 diminished 7th chord on bar 6. This is a common connector chord that fits in nicely with the basic progression still intact. The #4 diminished chord adds a typical "sanctified" quality associated with Gospel Music, but is equally at home in a smokey jazz club. Also,the change to a "Harmonic Pillar" on bar 9 requires some explanation. C7 would be the normal change. We're using a G-7 chord instead. This is a typical chord substitution in jazz-using a II-7 in place of a V7. Think of the C7 as being the V7 of the key of F, then replace the V7 with the II-7 of the same key (G-7). An alternative to the G-7 chord is a G7 chord, this is known as a secondary dominant or V of V and is a cyclic connector. The chords basically cycle until we finally get to the C7 chord. We can also look at this G7 as being a II7 chord, another very common component in jazz tunes. (For more detail take a look at my "Harmonic Plumbing" lesson. I've finished the blues with a I -Vi- II -V turnaround, a very standard jazz turnaround.) This next variant is sometimes known as "Chicago Style". More commonly played in the key of G, it is typically played at a slow tempo. Jazz players will use this progression in any key and tempos slow or fast. Bars 7 & 8 feature the most notable aspect of this progression, but check out bars 3 & 4 too! We conclude with a typical I-IV-I-V turnaround. F 7 Bb7 F 7 Gb7 F 7 B 7 & b . ’’’’ ’’’’ ’’’’ ’’’’ 7 Bb7 Bo F 7 G-7 A-7 Ab-7 & b ’’’’ ’’’’ ’’’’ ’’’’ G-7 C 7 F 7 Bb7 F 7 C 7 & b ’’’’ ’’’ ’ ’’’’ ’’’’. Mark White's 4 blues and more P-3 This last of the 4 standard blues progressions illustrates where the confusion about whether to call blues major or dominant originates. Known as "Bird" blues and sometimes "West Coast Blues", this progression was made famous in the Charlie Parker composition "Blues for Alice". There are many other jazz blues heads written on these changes, such as Tommy Flanagan's "Freight Trane". "Hip" jazzers use this progression to check out the ears of neophyte players. 7 F± E-7b5 A 7(b9) D-7 G 7 C-7 F 7 & b . ’’’’ ’’’’ ’’’’ ’’’’ 7 Bb± Bb-7 Eb7 A-7 D 7 Ab-7 Db7 & b ’’’’ ’’’’ ’’’’ ’’’’ G-7 C 7 F 7 Ab7 G 7 Gb7 & b ’’’’ ’’’ ’ ’’’’ ’’’’. Bars 1-4 contain the same basic progression found in "Confirmation" and "There Will Never Be Another You". Bars 6 through 8 contain what Berklee calls "contiguous II-Vs". Also notice the "Harmonic Pillar" on bar 7 is now a tonic function substitute III-7 for I. From the basic blues to "Bird" blues, You'll notice the same basic "Harmonic Pillars" occurring in the same bars and timing. Getting to know these 4 blues in all keys is essential to be a good jazz player. When jazzers call a blues on the gig, you'll find them mixing these progressions from chorus to chorus. To react as comper and soloist, one needs to recognize and respond to these different variations by ear and intuitively. Study them hard now to equip yourself for the future. Also, these different blues present an excellent medium for learning how to extend harmonies (tensions) as well as chord connection and substitution (Harmonic Plumbing). You'll notice that most of the chords are written in their most basic form. Apply tensions. A good way to start is by using the more inside tensions (like n9,& 13) on the harmonic pillars, use the more "outside" tensions (like #9 &b13) immediately preceeding the pillars. This will give you a good sense of tension and release to your chord color choices. This is by no means a strict rule-you can find examples in recordings of the great ones using very aggressive tensions anywhere. listen to recordings and use your ears and instincts. A word about connectivity. You'll find in most situations that these four blues will be the underlying changes used to play blues.
Recommended publications
  • Harmonic Resources in 1980S Hard Rock and Heavy Metal Music
    HARMONIC RESOURCES IN 1980S HARD ROCK AND HEAVY METAL MUSIC A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts in Music Theory by Erin M. Vaughn December, 2015 Thesis written by Erin M. Vaughn B.M., The University of Akron, 2003 M.A., Kent State University, 2015 Approved by ____________________________________________ Richard O. Devore, Thesis Advisor ____________________________________________ Ralph Lorenz, Director, School of Music _____________________________________________ John R. Crawford-Spinelli, Dean, College of the Arts ii Table of Contents LIST OF FIGURES ............................................................................................................................... v CHAPTER I........................................................................................................................................ 1 INTRODUCTION ........................................................................................................................... 1 GOALS AND METHODS ................................................................................................................ 3 REVIEW OF RELATED LITERATURE............................................................................................... 5 CHAPTER II..................................................................................................................................... 36 ANALYSIS OF “MASTER OF PUPPETS” ......................................................................................
    [Show full text]
  • Bird Observer
    Bird Observer VOLUME 39, NUMBER 2 APRIL 2011 HOT BIRDS On November 20 the Hampshire Bird Club was waiting at Quabbin headquarters for the rest of the group to arrive when Larry Therrien spotted a flock of 19 swans in the distance— Tundra Swans! Ian Davies took this photograph (left). Since 2003 Cave Swallows have been a specialty of November, showing up in coastal locations in increasing numbers over the years. This year there was a flurry of reports along the New England coast. On Thanksgiving Day, Margo Goetschkes took this photograph (right) of one of the birds at Salisbury. On November 30, Vern Laux got a call from a contractor reporting a “funny bird” at the Nantucket dump. Vern hustled over and was rewarded with great views of this Fork-tailed Flycatcher (left). Imagine: you’re photographing a Rough- legged Hawk in flight, and all of a sudden it is being mobbed—by a Northern Lapwing (right)! That’s what happened to Jim Hully on December 2 on Plum Island. This is only the second state record for this species, the first being in Chilmark in December of 1996. On April 9, Keelin Miller found an interesting gull at Kalmus Beach in Hyannis. As photographs were circulated, opinions shifted toward a Yellow-legged Gull (left). Check out Jeremiah Trimble’s photo from April 13. CONTENTS BIRDING THE LAKEVILLE PONDS OF PLYMOUTH COUNTY, MASSACHUSETTS Jim Sweeney 73 THE FINAL YEAR OF THE BREEDING BIRD ATLAS: GOING OVER THE TOP John Galluzzo 83 37 YEARS OF NIGHTHAWKING Tom Gagnon 86 LEIF J ROBINSON: MAY 21, 1939 – FEBRUARY 28, 2011 Soheil Zendeh 93 FIELD NOTES Double-crested Cormorant Has Trouble Eating a Walking Catfish William E.
    [Show full text]
  • North Carolina
    Gowan MALS Final Project Spring 2014 2 Table of Contents The Roots of Jazz in North Carolina ................................................................................................. 3 Setting the Stage ............................................................................................................................ 4 The 19th Century: Songs of Joy and Freedom .................................................................................. 9 19th Century Secular Music in North Carolina: In the String of Things ......................... 10 Sacred Music in 19th Century North Carolina: Lined Up and Ready ............................. 19 The 20th Century: Repression, Deliverance, and Escape ............................................................. 28 Secular Music in 20th Century North Carolina: Getting the Blues ................................... 29 Sacred Music in the 20th Century: Shout It Out ................................................................... 39 North Carolina: Fertile Ground for Jazz? ..................................................................................... 48 Works Cited .......................................................................................................................................... 52 Gowan MALS Final Project Spring 2014 3 The Roots of Jazz in North Carolina An analysis of the musical heritage of the Tar Heel State and its connection to jazz greats North Carolina is not known for its jazz music. When you think about the hubs of jazz, New Orleans, New York,
    [Show full text]
  • Flight of the Bumblebee (Nikolai Rimsky-Korsakov) Stephen Reid | Elementary Music (Osceola) | Hickory Tree Elementary Mp3 Available Here
    2018 Young People’s Concerts Beyond the Screen! Teacher Guidebook Thank you to our 2018 Sponsors! Daytona Beach Symphony Society Thank you also to our 2018 Partners: Orange County Public Schools School District of Osceola Volusia County Schools United Arts of Central Florida Visit OrlandoPhil.org/family-friendly to find more great offerings for kids and families! Meet our Guidebook Team! Putting together a Young People’s Concert requires hard work and the dedication of dozens of people over many months. Please welcome some of the key individuals who make the Young People’s Concert possible! Meet our Guidebook Team! The guidebook team is comprised of certified, veteran teachers who are passionate about music, the arts, and making learning fun! Christy Garton Cindy Krulick Finale from Firebird (Visual Art) Star Spangled Banner OCPS Resource Teacher Finale from Firebird Visual Art (K-12) Dommerich Elementary Orange County Public Schools [email protected] [email protected] Emily Light Katie Grace Miller In the Hall of the Mountain King Tempus Fugit Champion Elementary Sorcerer's Apprentice Volusia County Schools Mambo from West Side Story [email protected] Lake George Elementary Orange County Public Schools [email protected] Denise Mills Anka Pink Duo des fleurs / Sous le dôme épais Hoedown from Rodeo Lake Whitney Elementary OCPS Resource Teacher Orange County Public Schools (Music K-12) [email protected] Orange County Public Schools [email protected] Stephen Reid Dr. Leia Barrett Flight of the Bumblebee Director of Education Hickory Tree Elementary School Orlando Philharmonic Orchestra School District of Osceola [email protected] [email protected] If you have any questions about particular lessons, please contact the teacher who created the lesson originally.
    [Show full text]
  • An Analytical Approach to Vibraphone Performance Through the Transcription and Analysis of Gary Burton’S Solo on Blue Monk
    AN ANALYTICAL APPROACH TO VIBRAPHONE PERFORMANCE THROUGH THE TRANSCRIPTION AND ANALYSIS OF GARY BURTON’S SOLO ON BLUE MONK A Monograph Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in Partial fulfillment of the Requirements for the degree of Doctor of Musical Arts in The School of Music By Charles B. Brooks B.A., Western Kentucky University, 1997 M.A., Austin Peay State University, 2000 December 2007 ACKNOWLEDGMENTS This document would not exist without the guidance and counsel of several extraordinary individuals. It is dedicated to my father for introducing me to the world of music. I would like to extend special gratitude to my mother for her guidance, strength, and belief that anything is possible. In addition I would like to thank Johnny Walker and my brother, Michael Brooks, without whom none of this would possible. This document is also dedicated to Kenneth Welch and Larry Long for their counsel and friendship. I extend special thanks to my teachers Dr. Christopher Norton, Mr. David Steinquest, Dr. Charles Smith, Dr. Thomas King, Dr. Jefferey Wood, Dr. Dinos Constantinides, Dr. Joseph Skillen, Dr. Robert Peck, and Dr. Michael Kingan. I would especially like to thank Dr. Willis Delony for staying the course and guiding me through rough terrain. ii TABLE OF CONTENTS ACKNOWLEDGMENTS ..............................................................................................ii LIST OF MUSICAL EXAMPLES................................................................................iv
    [Show full text]
  • Jazz Lines Publications Silent Night Presents Arranged by Wynton Marsalis Full Score
    Jazz Lines Publications Silent Night Presents Arranged by wynton marsalis full score jlp-7204 Words by Joseph Mohr, Music by Franz Gruber Copyright © 1989 SKAYNES MUSIC International Copyright Secured All Rights Reserved Used by Permission Logos, Graphics, and Layout Copyright © 2014 The Jazz Lines Foundation Inc. This Arrangement Has Been Published with the Authorization of Wynton Marsalis Published by the Jazz Lines Foundation Inc., a not-for-profit jazz research organization dedicated to preserving and promoting America’s musical heritage. The Jazz Lines Foundation Inc. PO Box 1236 Saratoga Springs NY 12866 USA wynton marsalis series Silent night (1989) Background (from the liner notes to the album): As might be expected, the joy, reverence, play, and humor associated with the Christmas season dominate the moods of this Wynton Marsalis album. But the ease and precision with which a down-home and elegant victory has been achieved over the large challenge of arranging such familiar material will surprise even seasoned Marsalis listeners. What amounts to the thematic and emotional folklore of the winter holidays has been fused with the clarity of passion and musical sophistication expected of the best of the jazz tradition. Here the talent for composition, arranging, and recasting that Wynton Marsalis has been diligently expanding upon since his very first album as a leader proves itself to have arrived at yet another fresh point of expressiveness. And as with all complete artistic achievements, it results from the seamless interweaving of the aesthetic and the personal. “For at least five years,” says Marsalis, “I have wanted to do a Christmas album.
    [Show full text]
  • Describing Species
    DESCRIBING SPECIES Practical Taxonomic Procedure for Biologists Judith E. Winston COLUMBIA UNIVERSITY PRESS NEW YORK Columbia University Press Publishers Since 1893 New York Chichester, West Sussex Copyright © 1999 Columbia University Press All rights reserved Library of Congress Cataloging-in-Publication Data © Winston, Judith E. Describing species : practical taxonomic procedure for biologists / Judith E. Winston, p. cm. Includes bibliographical references and index. ISBN 0-231-06824-7 (alk. paper)—0-231-06825-5 (pbk.: alk. paper) 1. Biology—Classification. 2. Species. I. Title. QH83.W57 1999 570'.1'2—dc21 99-14019 Casebound editions of Columbia University Press books are printed on permanent and durable acid-free paper. Printed in the United States of America c 10 98765432 p 10 98765432 The Far Side by Gary Larson "I'm one of those species they describe as 'awkward on land." Gary Larson cartoon celebrates species description, an important and still unfinished aspect of taxonomy. THE FAR SIDE © 1988 FARWORKS, INC. Used by permission. All rights reserved. Universal Press Syndicate DESCRIBING SPECIES For my daughter, Eliza, who has grown up (andput up) with this book Contents List of Illustrations xiii List of Tables xvii Preface xix Part One: Introduction 1 CHAPTER 1. INTRODUCTION 3 Describing the Living World 3 Why Is Species Description Necessary? 4 How New Species Are Described 8 Scope and Organization of This Book 12 The Pleasures of Systematics 14 Sources CHAPTER 2. BIOLOGICAL NOMENCLATURE 19 Humans as Taxonomists 19 Biological Nomenclature 21 Folk Taxonomy 23 Binomial Nomenclature 25 Development of Codes of Nomenclature 26 The Current Codes of Nomenclature 50 Future of the Codes 36 Sources 39 Part Two: Recognizing Species 41 CHAPTER 3.
    [Show full text]
  • Grant Green: an Analysis of the Blue Note Guitaristâ•Žs Musical
    University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-2018 Grant Green: An Analysis of the Blue Note Guitarist’s Musical Vocabulary Teague Stefan Bechtel Follow this and additional works at: https://digscholarship.unco.edu/dissertations Recommended Citation Bechtel, Teague Stefan, "Grant Green: An Analysis of the Blue Note Guitarist’s Musical Vocabulary" (2018). Dissertations. 479. https://digscholarship.unco.edu/dissertations/479 This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2018 TEAGUE STEFAN BECHTEL ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School GRANT GREEN: AN ANALYSIS OF THE BLUE NOTE GUITARIST’S MUSICAL VOCABULARY A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Arts Teague Stefan Bechtel College of Performing and Visual Arts School of Music Jazz Studies May 2018 This Dissertation by: Teague Stefan Bechtel Entitled: Grant Green: An Analysis of the Blue Note Guitarist’s Musical Vocabulary has been approved as meeting the requirements for the Degree of Doctor of Arts in the College of Performing and Visual Arts in the School of Music, Program of Jazz Studies. Accepted by the Doctoral Committee Steven G. Kovalcheck, M.M., Research Advisor H. David Caffey, M.M., Co-Research Advisor Socrates Garcia, D.A., Committee Member Mary Schuttler, Ph.D., Faculty Representative Date of Dissertation Defense________________________________________________ Accepted by the Graduate School _________________________________________________ Linda L.
    [Show full text]
  • Music Jazz Booklet
    AQA Music A level Area of Study 5: Jazz NAME: TEACHER: 1 Contents Page Contents Page number What you will be studying 3 Jazz Timeline and background 4 Louis Armstrong 8 Duke Ellington 15 Charlie Parker 26 Miles Davis 33 Pat Metheny 37 Gwilym Simcock 40 Essay Questions 43 Vocabulary 44 2 You will be studying these named artists: Artists Pieces Louis Armstrong St. Louis Blues (1925, Louis Armstrong and Bessie Smith) Muskrat Ramble (1926, Louis Armstrong and his Hot Five) West End Blues (1928, Louis Armstrong and his Hot Five) Stardust (1931, Louis Armstrong and his Orchestra) Duke Ellington The Mooche (1928, Duke Ellington and his Orchestra) Black and Tan (1929, Duke Ellington and his Orchestra) Ko-Ko (1940, Duke Ellington and his Orchestra) Come Sunday from Black, Brown and Beige (1943) Charlie Parker Ko-Ko (1945, Charlie Parker’s Reboppers) A Night in Tunisia (1946, Charlie Parker Septet) Bird of Paradise (1947, Charlie Parker Quintet) Bird Gets the Worm (1947, Charlie Parker All Stars) Miles Davis So What, from Kind of Blue (1959) Shhh, from In a Silent Way (1969) Pat Metheny (Cross the) Heartland, from American Garage (1979) Are you Going with Me?, from Offramp (1982) Gwilym Simcock Almost Moment, from Perception (2007) These are the Good Days, from Good Days at Schloss Elamau (2014) What you need to know: Context about the artist and the era(s) in which they were influential and the effect of audience, time and place on how the set works were created, developed and performed Typical musical features of that artist and their era – their purpose and why each era is different Musical analysis of the pieces listed for use in your exam How to analyse unfamiliar pieces from these genres Relevant musical vocabulary and terminology for the set works (see back of pack) 3 Jazz Timeline 1960’s 1980’s- current 1940’s- 1950’s 1920’s 1930’s 1940’s 1960’s- 1980’s 1870’s – 1910’s 1910-20’s St.
    [Show full text]
  • In Your Own Sweet Way
    In Your Own Sweet Way A study of tertiary jazz pianists’ individualised approaches to practice and performance Volume 1 Thesis Daniel Anthony Gough B Mus (Hons Class 1), Grad Dip Ed A thesis submitted in fulfilment of requirements for the degree of Doctor of Philosophy Sydney Conservatorium of Music The University of Sydney 2018 ii Declaration This is to certify that to the best of my knowledge the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. Name: Daniel A. Gough Date: September 30, 2018 iii Abstract Set out in three volumes (Vol. 1 Thesis, Vol. 2 Transcriptions, Vol. 3 Appendices) and engaging the history of jazz transmission, this study investigates the ways aspiring jazz pianists practise in order to develop their own personal voice or musical identity, the supreme goal of the jazz musician. To date, this process has not been well served by research. It is commonly held that being an improvisational art form, jazz cannot be taught, at least not in a conventional way, and that jazz musicians search out for themselves what they wish to learn and who they wish to learn it from. When around the middle of last century jazz instruction began to move from the street and club to the formal institution, many experts became alarmed that this would have a homogenising effect on the music.
    [Show full text]
  • Systema Naturae. the Classification of Living Organisms
    Systema Naturae. The classification of living organisms. c Alexey B. Shipunov v. 5.601 (June 26, 2007) Preface Most of researches agree that kingdom-level classification of living things needs the special rules and principles. Two approaches are possible: (a) tree- based, Hennigian approach will look for main dichotomies inside so-called “Tree of Life”; and (b) space-based, Linnaean approach will look for the key differences inside “Natural System” multidimensional “cloud”. Despite of clear advantages of tree-like approach (easy to develop rules and algorithms; trees are self-explaining), in many cases the space-based approach is still prefer- able, because it let us to summarize any kinds of taxonomically related da- ta and to compare different classifications quite easily. This approach also lead us to four-kingdom classification, but with different groups: Monera, Protista, Vegetabilia and Animalia, which represent different steps of in- creased complexity of living things, from simple prokaryotic cell to compound Nature Precedings : doi:10.1038/npre.2007.241.2 Posted 16 Aug 2007 eukaryotic cell and further to tissue/organ cell systems. The classification Only recent taxa. Viruses are not included. Abbreviations: incertae sedis (i.s.); pro parte (p.p.); sensu lato (s.l.); sedis mutabilis (sed.m.); sedis possi- bilis (sed.poss.); sensu stricto (s.str.); status mutabilis (stat.m.); quotes for “environmental” groups; asterisk for paraphyletic* taxa. 1 Regnum Monera Superphylum Archebacteria Phylum 1. Archebacteria Classis 1(1). Euryarcheota 1 2(2). Nanoarchaeota 3(3). Crenarchaeota 2 Superphylum Bacteria 3 Phylum 2. Firmicutes 4 Classis 1(4). Thermotogae sed.m. 2(5).
    [Show full text]
  • Sob a Regência De Deus
    Sob a Regência de Deus O diferencial na vida de um músico Sob a Regência de Deus O diferencial na vida de um músico Daniel Azevedo 200 p. ; 21 cm. 978-85-67302-43-0 Apresentação A música é parte integrante da vida diária, sendo ela percebida de modo consciente ou não. O poder inerente de melodias, ritmos e harmonias são desconhecidos pela maioria das pessoas que, constantemente, estão expostas a esta grandiosa forma artística. Alguns anos atrás tive o prazer de conhecer esse criterioso músico, autor desta obra, que se tornou meu irmão e amigo. Sua história de vida, sua fé, seus conhecimentos de ciência e arte se complementam. Através das páginas deste livro, o leitor embarcará em uma viagem, onde os sonhos se deparam com as realidades e os desejos se conflitam com princípios. No mundo em que vivemos hoje, não é muito comum vermos grandes preocupações em relação a “princípios”. Essa despreocupação pode ser uma forma clara de externar o egoísmo que existe em cada um de nós. No decorrer dos capítulos, você verá que o autor quebra vários paradigmas em relação às atitudes e influências, visualizando o melhor não somente para si mesmo, mas também para o próximo. As questões humanas vão muito além dos nossos horizontes. A visão física é apenas uma parte nesse processo e aquele que consegue enxergar com os olhos da fé, amplia sua visão e compreensão de forma imensurável. Nesse contexto o autor trava lutas pessoais com verdades que aos poucos se descortinam claramente em seu dia a dia. As histórias possuem um poder fantástico de nos conduzir a outros mundos e situações, onde não vemos o tempo passar e o aprendizado se torna muito prazeroso.
    [Show full text]